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Stepping into Keil Hileman’s classroom was like being magically transported to a wing of the Smithsonian. This archeology teacher at Monticello Trails Middle school in Shawnee, Kan., has decorated every square inch of his space with a fascinating array of artifacts such as tribal masks, model airplanes, a jousting lance, dinosaur skeletons, and miniature replicas of ancient pyramids, to name just a few of the hundreds of items that adorn the room.

I had the opportunity to visit Hileman’s class as part of National Teacher Appreciation Week, when more than 50 ED staffers around the country went “Back to School” for a day to shadow teachers. I quickly discovered that it’s no wonder students line up to take Hileman’s classes. But it’s not just the unique scenery that draws them in. Hileman never allows a dull moment to creep into his daily instruction. His classes are like field trips to another land and a different era: alive with authenticity and intrigue.

Mr. Hileman in his classroom.

During my visit, his students gave their final presentations on subjects ranging from the Mayan calendar to John F. Kennedy. One group even gave a live demonstration of a catapult they had built (instead of rocks, the contraption hurled tennis balls). What made the presentations even more interesting however, was Hileman’s interaction with the students where he demonstrated his vast knowledge of history, science, geography, and numerous other subjects.

No matter how obscure the subject, Hileman appears to know something about it. The man is a walking encyclopedia; and funny, too. And his students clearly eat it up.

Hileman, a Teaching Ambassador Fellow for ED in 2008-2009, has been teaching for 19 years. When asked about his inspiration for his one-of-a-kind classroom instruction, he relayed a story from his early years that dramatically changed the way he approached teaching:

“I passed around a Civil War bullet during class after watching a film on the war,” he said. There was something about holding a tangible piece of history that really resonated with his students. “This bullet taught them more than any text books, curriculum, or worksheets ever could. I made a connection with them that I had never made before.”

The rest, as they say, is history. Hileman continues to inspire students who may have otherwise never discovered the many fascinating worlds that lay beyond the classroom. Finding a teacher like Hileman is like unearthing a hidden treasure. With nearly 2 million baby boomer teachers retiring in the coming years, we need to inspire a new generation of great teachers to join those already in the classroom. They’re a wonder to observe, and are priceless in value.

–Patrick Kerr is the Director of Communications and Outreach in ED’s Regional Office in Kansas City.

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2 Comments

I’ve been switching to a more technology oriented environment. The kids have been responding well. The part where I struggle is instituting ideas without taking away from instructional time. I’ve had great luck with flipping my classroom and using inspired spaces. I’ve also spent quite a bit of time in instituting a classroom website (http://www.lionscience.com). The end result of pulling these 3 ideas together is that I’ve basically created 12 extra instructional days per semester.

I like the idea behind this article and see how it can be applied to my classroom. Finding archaic tech should be super easy… and cheap… Showing the kids the roots of their modern devices might be a great idea.

What a cool story. It’s especially important to get students excited about science since the US lags behind other countries in the critical area of math and science. We’ve found that we can increase engagement and excitement by making these topics socially and culturally relevant:http://cehdvision2020.umn.edu/global-competitiveness/
It sounds like that’s exactly what’s happening in his classroom!

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Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.